Methodology
Search Strategy and Manuscript Selection
Procedure inspired by the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) flow diagram:
Data Collection and Analysis
Information extracted from the examined scientific papers:
| Category 1: Publication Information | Category 2: Project Information | Category 3: Findings |
|---|---|---|
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Recommended papers:
Ibrahim, A., Huynh, B., Downey, J.C., Höllerer, T., Chun, D.M., & O'Donovan, J. (2018). ARbis Pictus: A Study of Vocabulary Learning with Augmented Reality. IEEE Transactions on Visualization and Computer Graphics, 24(11), 2867-2874.
Safar, A. H., Al-Jafar, A. A., & Al-Yousefi, Z. H. (2017). The Effectiveness of Using Augmented Reality Apps in Teaching the English Alphabet to Kindergarten Children: A Case Study in the State of Kuwait. Eurasia Journal of Mathematics, Science and Technology Education, 13(2), 417-440.
Santos, M.E., Lübke, A.I., Taketomi, T., Yamamoto, G., Rodrigo, M.M., Sandor, C., & Kato, H. (2016). Augmented reality as multimedia: the case for situated vocabulary learning. Research and Practice in Technology Enhanced Learning, 11, Article No.4.
Taskiran, A. (2019). The effect of augmented reality games on English as foreign language motivation. E-Learning and Digital Media, 16(2), 122–135.
Wei, X., Yang, G., Zhang, K., & Li, Z. (2020). Research on Mobile AR Language Learning Environment Based on Virtual Avatar. 2020 Ninth International Conference of Educational Innovation through Technology (EITT), 229-234.
Results
Statistics
Graphics:
Tables:
Potential Benefits and Obstacles of Using AR for Language Learning
| Potential Benefits | Obstacles |
|---|---|
Enhanced motivation Enhanced enjoyment and reduced anxiety Enhanced immersion Student-centered learning Fostering engagement Enhanced learning performance Enhanced understanding and retention Visualizing difficult to access concepts Affordable technology | Teacher acceptance Difficult to use due to novelty Limitations in terms of useful applications Technical issues |
Design Principles for AR Language Learning
- Avoid cognitive overload
- Provide multi-channel sensory experiences
- Use multimedia effectively
- Provide relevant context
- Foster communication among students
- Provide training and tutorials
- Consult teachers and experts
- Provide real-time feedback
- Track the learner’s progress
- Facilitate teacher-student interactions
- Prevent technical issues
- Avoid noise
- Provide a clear structure of the learning material
- Combine traditional and non-traditional teaching approaches
Conclusion
The scope of principles includes recommendations for UI and content design of applications, suggestions for enhancing the learning experience, and ideas for making the educational AR system attractive to teachers if they implement the technology in schools. Hence, learners benefit from easy-to-understand application design and content that considers their mental capacities. In addition, language learning applications should implement user-centered learning experiences encouraging active learning, for example, by providing them with opportunities to speak and use the language. A sophisticated learning environment can improve language learning performance. Applying suggested design principles can help teachers to feel comfortable and confident using AR technology in classrooms. However, not all design principles are necessary or useful for all learning situations. They are intended to be guidelines for designers and users of AR applications for language learning, who are interested in implementation recommendations.